Overview:

These activities are designed to help the students learn; the sight words, the week’s spelling words, and how words are combined together to make poems.

Anticipatory Set:

The students have been doing the word wall chant each day since school started. They have also been introduced to the new spelling words each Monday since school started. Every Monday when time permits the students have been read a poem, and are now able to recite some of these poems in unison with the teacher.

Objectives:

At the end of this lesson the students should be able to:

Say the five new sight words, and the ten new spelling words.

Write the five new sight words, and the ten new spelling words.

Spell the five new sight words correctly in their journal writings.

Targeted Standards:

Strand I: Reading Process. Performance Standards: Vocabulary Development. 5. Increases vocabulary through reading, listening, and interacting in a variety of situations.

Strand II: Reading Analysis. Performance Standards: Literary Elements. 7. Identifies differences between poetry and expository writing. 9. Identifies the use of rhythm, rhyme, and alliteration in writing.

Strand III: Expressive Language: Writing. Performance Standards: 4. Uses writing conventions (i.e., grammar, spelling, capitalization, punctuation): -uses letter formation, lines, and spaces to create readable documents –spells correctly using previously studied words, spelling patterns and analysis of sounds.

Strand V: Receptive Language: Listening and Viewing. Performance Standards: 1. Listens and views with focused attention (e.g., makes eye contact with speaker, talks at appropriate times).

Materials:

Five new word wall words printed on cards, pointer stick, ten new spelling words written on the spelling word chart, pencils, and paper.

Procedure:

These activities follow immediately after announcements, attendance, lunch count, and weekly job assignments. All the students are instructed to stand up and the student of the day is asked to help lead the class in the word wall chant. This student points to each word and the entire class says the word in unison. The student of the day then selects one student to create a sentence with the sight word. After that the student of the day selects an activity such as jumping, running in place, or jumping jacks, all of the students do this activity while spelling out the word and saying the word. The students then repeat the procedure while snapping their fingers, slapping their hands on their own legs and stomping their feet. This procedure is done with all five sight words, and should be completed by 8:15. Next the teacher ask all of the students to be seated at their seats and listen while the teacher introduces the ten new spelling words for the week. The teacher spells each word and then uses each word in a sentence. Then the teacher explains to the students; that they need to write all of the sight words and all of the spelling words on a half sheet of lined paper using their best D’Nealian® handwriting, that the table captains should obtain the papers and pencils, and that they should hand their papers to the teacher as they are finished at which time they may look at their poem books. At 8:35 the students should all have finished writing the words and they should be called to sit at the calendar area on the floor to listen while the teacher reviews previously studied poems and reads a new poem. While the class is engaged in this activity the student of the day may begin to fix the calendar for the day. The poetry activity should be concluded by 8:45.

Assessment:

Are all of the children listening and participating during the word wall chant? Are all of the children listening during instructions, and how well do they follow the instructions? Are all the words spelled correctly and written with proper D’Nealian® handwriting? Are all of the children listening and participating during the poetry activity?

Modifications:

Children will be allowed to have other posture other than sitting during the writing segment (i.e., standing up, or laying down near the spelling word chart with white boards.)

The teacher should talk slower for the LEP children.

The teacher should check for understanding of the instructions.